REV2 Final Questionairre1 2

Republic of the Philippines
Bicol University
GRADUATE SCHOOL
Aquilino P. Bonto Building, Legazpi City 4500
bugs-dean@bicol-u.edu.ph
Landline: (052) 742- 3758
_________________________________________________________________________________________
Dear Ma’am/ Sir,
Thank you for participating in this research study. Your insights are crucial in understanding the
perspectives of both the teachers' and students’ perspectives, and the teachers’ practices on
translanguaging as a strategy in teaching the Purposive Communication course. Please provide
your responses honestly and to the best of your ability. Rest assured, your responses will be treated
with confidentiality, and your identity will remain confidential throughout the study.
Confidentiality Assurance:
All responses provided will be anonymized and securely stored. Your identity will not be disclosed in
any publications or reports arising from this study. Your commitment to maintaining the privacy of
your responses is greatly valued.
Demographic Information
1. Name (Optional):________________________________
2. Sex:
 Male
 Female
3. Educational Background/ Program: ________________________________________________

4. Years of teaching: _______
Overview
This questionnaire draws inspiration from the study conducted by Macawile and Plata (2022)
entitled, "Translanguaging as a Resource for Teaching and Assessment: Perceptions of Senior High
School Teachers." Their valuable insights and research have guided the formulation of questions in
this questionnaire.
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
The questions within this questionnaire are strategically crafted to navigate the landscape of
translanguaging, covering its effectiveness in augmenting the learning experience, its influence on
diverse assessment practices, and the perceptions held by both students and teachers. This
exploration is specifically contextualized within the Purposive Communication class, allowing for a
focused and in-depth analysis of the role that translanguaging plays within this educational context.
Beyond a mere investigation of practices, this research aspires to make a substantial
contribution to the ongoing discourse surrounding the broader role of translanguaging in education.
By shedding light on its multifaceted implications and potential benefits, the study aims to elevate
understanding of how translanguaging can impact not only pedagogical approaches but also
assessment methodologies. The goal is to provide insights that extend beyond immediate
application, contributing substantially to the broader conversation about the seamless integration of
translanguaging in educational practices.
Moreover, this study seeks to lay a solid foundation for establishing accurate intervention
measures for the successful and appropriate inclusion of translanguaging within the context of
Purposive Communication teaching and learning processes based from the responses from these
questionnaires. It aims to offer practical guidelines and considerations that educators and
policymakers can utilize to enhance language instruction and assessment practices, ensuring a
comprehensive and effective integration of translanguaging in the educational landscape. In
essence, this questionnaire aspires to be a comprehensive and influential resource that contributes
significantly to the evolving field of language education and assessment.
QUESTIONNAIRE 1
Section 1
RQ1: What are the students’ and teachers’ perspectives on translanguaging strategy in
Purposive Communication class in terms of:
a. knowledge construction
b. meaning-making
c. problem-solving
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
Students and Teachers' Perception of the Use of Translanguaging as a Resource for

Knowledge Construction
1 2 3 4
Strongly Disagree Agree Strongly Agree
Disagree
There is a firm There is a Translanguaging Translanguaging

principle that moderate is a valuable is an
Indicators translanguaging negative resource for indispensable
lacks efficacy as perception that knowledge- and highly
a resource for translanguaging
knowledge construction effective
may not
construction significantly resource for
contribute to knowledge
knowledge construction
construction.
1. Translanguaging
during Purposive
Communication class
enables students to
gain multilingual
competence.
2. The use of
translanguaging
during Purposive
Communication class
strengthens language
learning.
3. The use of
translanguaging
during Purposive
Communication class
helps students
construct their
knowledge, navigate,
and utilize the
linguistic nuances of
different languages to
express complex
ideas with precision
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Indicators Disagree
Translanguaging
There is a firm There is a is a valuable Translanguaging
principle that moderate resource for is an
translanguaging negative knowledge- indispensable
lacks efficacy as perception that construction and highly
knowledge effective
may not
construction.
4. The use of
translanguaging
during Purposive
Communication class
enables students to
have fluid language
use
5. Translanguaging in
Purposive
Communication helps
students understand
and construct
knowledge better.
Purposive
Communication Class
enhances students’
learning experience.
7. Students and
teachers perceive the
use of
translanguaging
positively for
knowledge
construction in
Purposive
Communication class
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Disagree

lacks efficacy as perception that knowledge- and highly
knowledge construction effective
may not
construction.
8. Translanguaging
supports students in
making meaningful
connections between
their prior knowledge
and new concepts.
9. Translanguaging
activities help build
connections between
different concepts and
topics in the
Purposive
Communication class.
10. Utilizing
translanguaging as a
strategy proves to be
a valuable tool in the
instructional process
of Purposive
Communication,
serving as a resource
for constructing
knowledge.
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
Students and Teachers' Perception of the Use of Translanguaging as a Resource for Meaning-
Making
1 2 3 4
Disagree

translanguaging negative resource for indispensable
Indicators lacks efficacy perception that meaning-making and highly
as a resource translanguaging effective
for meaning- may not resource for
making significantly meaning-
contribute to making.
meaning-
making
1. The use of
translanguaging
during Purposive
Communication
class promotes as a
valuable resource for
promoting in-depth
discussions in the
classroom,
facilitating a deeper
exploration of
concepts and
meaning-making.
2. Using
translanguaging
during Purposive
Communication
class helps provide
context, which helps
students relate and
dynamically adapt
their language use
based on the
communicative
context
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
1 2 3 4
Disagree

lacks efficacy perception that meaning-making and highly
meaning-
making
3. Translanguaging
during Purposive
Communication
class enables the
shift of discussion
from one language to
another ands as a
means to align with
disciplinary jargon
and terminology,
enabling students to
engage with the
precise language
required for effective
communication in
their field.
4. The use of
translanguaging
during Purposive
Communication
class enables
students to answer
how and why
questions and target
HOTS (higher-order
thinking skills
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
1 2 3 4
Disagree

meaning-
making
5. The use of
translanguaging
encourages students
to take ownership of
their learning and
actively contribute to
knowledge
construction.
6. The use of multiple

languages enriches
my overall
understanding of
different subjects.
7. There are benefits to

using
translanguaging as a
resource for
meaning-making.
8. Translanguaging
positively impacts
student engagement
and their ability to
make meaning from
instructional content.
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
Indicators Strongly Disagree Agree Strongly Agree

Disagree

translanguaging negative resource for indispensable
meaning-
making
9. There are
improvements in
students'
comprehension and
meaning-making
when
translanguaging is
involved.
10.Translanguaging
enhances my ability
to construct and
convey meanings in
both written and
spoken forms.
Students and Teachers' Perception of the Use of Translanguaging as a Resource for Problem-
Solving
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
1 2 3 4
Disagree
There is a There is a Translanguaging Translanguaging

Indicators firm principle moderate is a valuable is an
that negative resource for indispensable and
translanguagi perception that problem-solving highly effective
ng lacks translanguaging resource for
efficacy as a may not problem-solving
resource for significantly
problem- contribute to
solving problem-solving
1. The use of
translanguaging in
Purposive
Communication
class emphasizes how
the use of multiple
languages enhances
students’ ability to grasp
complex concepts and
approach problem-
solving tasks more
effectively.
2. The use of
translanguaging in
Purposive
Communication class
emphasizes that
students appreciate how
they can express ideas
with greater precision,
leading to more nuanced
problem-solving
discussions.
1 2 3 4
Disagree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Indicators firm principle moderate is a valuable is an
3. The use of
translanguaging in
Purposive
Communication class
emphasizes how
translanguaging allows
to tailor instructional
strategies to students'
linguistic strengths,
enhancing their
problem-solving skills
4. The use of
translanguaging in the
Purposive
Communication class
recognizes the value of
bringing diverse
cultural perspectives to
problem-solving,
enriching the learning
experience.
5. Translanguaging
positively impacts
facilitating problem-
solving discussions in
the Purposive
1 2 3 4
Disagree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

firm principle moderate is a valuable is an
Indicators that negative resource for indispensable and
6. Translanguaging is
being implemented in
the Purposive
Communication class
to enhance the
problem-solving skills
of students
7. Translanguaging helps
students think critically
and solve problems
more effectively.
8. Instructors effectively
incorporate
translanguaging in
Purposive
Communication class
during problem-solving
tasks.
9. The use of
translanguaging is
perceived as more
effective in situations
requiring problem-
solving compared to
using a single language
for communication.
Indicators 1 2 3 4
Disagree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

firm principle moderate is a valuable is an
10. The classroom

environment in
Purposive Class is
conducive to using
multiple languages for
problem-solving.
Section 2
RQ2: What are your practices in translanguaging as a teaching strategy?
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
QUESTIONNAIRE 2
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
RQ 3: What are the implications on the perspectives of students and teachers and teachers'
practices on:
a. quality of instructional assessment
b. student engagement
c. language policy
Implications on the Perspectives of Students and Teachers, and Teachers’ Practices on “Quality of
Instructional Assessment”
1 2 3 4
Disagree
Indicators The instructional The reliability of The The instructional

assessment instructional instructional assessment
methods used assessment assessment methods are
lack effectiveness methods methods highly effective,
incorporating are and the
translanguaging generally assessment
is not effective. criteria align
consistently with the learning
assured. preferences.
1. Translanguaging influences
student engagement in
purposive communication
classes
2. Translanguaging is
frequently encountered in
instructional assessments
within purposive
communication classes.
3. Translanguaging impacts
the clarity and
effectiveness of
instructional assessment
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________
Disagree
Indicators The instructional The reliability of The The instructional

lack effectiveness methods methods highly effective,
4. Translanguaging practices
in assessments align with
the learning objectives and
outcomes of purposive
communication class
5. The assessment criteria for

Translanguaging activities
are communicated.
6. Translanguaging strategy
sets clear parameters
regarding its use in
Purposive Communication
class assessments.
7. Instructional
translanguaging
assessments align with the
learning objectives of the
Purposive Communication
course
8. Translanguaging strategy
positively impacts the
dynamics of the Purposive
9. Translanguaged
assessments
accommodate students
from diverse linguistic
backgrounds
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Disagree
The instructional The reliability of The The instructional
Indicators lack effectiveness methods methods highly effective,
10. The translanguaged
assessment methods used
in Purposive
Communication classes are
varied and cater to different
learning styles.
Implications on the perspectives of students and teachers and teachers practices on “student
engagement”
1 2 3 4
Disagree
Strongly Disagrees with Agrees that Strongly agrees
disagrees that the positive translanguaging with the positive
the impact of positively impact of
translanguaging translanguaging affects student translanguaging
Indicators strategy strategy on and teacher strategy on
positively impacts student and perspectives student and
student and teacher and influences teacher
teacher perspectives teaching perspectives
perspectives and and practices practices for and practices
practices related related to student related to
to student student engagement. student
engagement. engagement. engagement.
1. The use of
translanguaging in
Purposive
Communication class
discussions enhances
students’ engagement.
1 2 3 4
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Disagree
2. The use of
translanguaging in
Purposive
Communication class
increased the students’
willingness to express
themselves.
3. The use of
translanguaging in the
Purposive
Communication class
helps connect with
course content and
materials.
4. The use of
translanguaging
strategically addresses
diverse communication
styles and preferences.
5. Translanguaging
strategy actively
engages students in
discussions in
Purposive
1 2 3 4
Disagree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

6. Translanguaged
activities enhance
students’ motivation to
learn in the Purposive
7. The use of
translanguaging makes
me feel included and
valued in the
classroom.
Purposive
Communication class
allows for critical
thinking in expression
and communication
with an inclusive
approach in
communication.
9. Translanguaging
practices are aligned
with the diverse
linguistic interests of
students, promoting
engagement.
1 2 3 4
Disagree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

10. Translanguaging
activities encourage
interactive group work
and collaboration
among students.
Implications on the perspectives of students and teachers and teachers practice on “language
policy”
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Strongly Suggests a Agrees that Strongly agrees
disagrees that negating translanguaging with the positive
translanguagin perspective strategy aligns impact of
g strategy regarding the with or translanguaging
Indicators aligns well with alignment of positively strategy on
or positively translanguaging influences the student and
influences with the current language policy teacher
language language to some extent. perspectives
policy. policy. and practices
related to the
language
policy.
1. Translanguaging
helps me navigate
and adhere to the
language policy in
assessments and
class activities.
1 2 3 4
Disagree Agree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Indicators g strategy regarding the with or translanguaging
aligns well with alignment of positively strategy on
related to the
language
policy.
2. Translanguaging
aligns with the goals
and objectives of the
language policy in
the Purposive
Communication
class.
3. Translanguaging
contributes to a more
diverse and culturally
rich language policy.
4. Translanguaging can
be a valuable tool for
implementing a more
inclusive language
policy in the
purposive
communication
class.
5. Students prefer the

use of a
translanguaging
strategy
1 2 3 4
Disagree Agree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

g strategy regarding the with or translanguaging
Indicators aligns well with alignment of positively strategy on
related to the
language
policy.
6. The language policy,
including
translanguaging,
positively impacts
student engagement
in the Purposive
Communication
class.
7. The language policy
including the
translanguaging
strategy fosters an
inclusive and
culturally rich
learning environment
through the practice
of translanguaging.
8. The language policy
in the Purposive
Communication
class, including
translanguaging,
aligns with broader
school-wide
language policies.
1 2 3 4
Disagree Agree
Bicol University
GRADUATE SCHOOL
Landline: (052) 742- 3758
_________________________________________________________________________________________

Indicators g strategy regarding the with or translanguaging
aligns well with alignment of positively strategy on
related to the
language
policy.
9. Students prefer
translanguaging to
be allowed in
assignments and
assessments in the
Purposive
Communication
class.
10. Translanguaging
strategy as part of
the language policy
positively influences
student-teacher
relationships by
facilitating clear
communication.

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Republic of the Philippines

Dear Ma’am/ Sir,

3. Educational Background/ Program: ________________________________________________

Purposive Communication class in terms of:

Students and Teachers' Perception of the Use of Translanguaging as a Resource for

There is a firm There is a Translanguaging Translanguaging

Strongly Disagree Agree Strongly Agree

Strongly Disagree Agree Strongly Agree

There is a firm There is a Translanguaging Translanguaging

There is a firm There is a Translanguaging Translanguaging

There is a firm There is a Translanguaging Translanguaging

There is a firm There is a Translanguaging Translanguaging

6. The use of multiple

7. There are benefits to

Indicators Strongly Disagree Agree Strongly Agree

There is a firm There is a Translanguaging Translanguaging

There is a There is a Translanguaging Translanguaging

There is a There is a Translanguaging Translanguaging

There is a There is a Translanguaging Translanguaging

There is a There is a Translanguaging Translanguaging

10. The classroom

a. quality of instructional assessment

Indicators The instructional The reliability of The The instructional

Indicators The instructional The reliability of The The instructional

5. The assessment criteria for

Strongly Disagree Agree Strongly Agree

Strongly Disagree Agree Strongly Agree

Strongly Disagrees with Agrees that Strongly agrees

the impact of positively impact of

Strongly Suggests a Agrees that Strongly agrees

5. Students prefer the

disagrees that negating translanguaging with the positive

translanguagin perspective strategy aligns impact of

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